Author 




Title 



Book -l-.l\-5. .^. 

1?I2 



Imprint .. 



»ar-ag'ju»»» (MO 



BUREAU OF 



educational measurements 
/and standards') 



KANSAS STATE NORMAL SCHOOL 
EMPORIA 



PRICE LIST 

AND CIRCULAR OF INFORMATION 

CHANGES IN PRICES OF TESTS EFFECTIVE 
SEPTEMBER, 1918 



JULY, 1918 



KANSAS STATE PRINTING PLANT 

W. R. SMITH, State Pkinter 

TOPEKA. IS 18 

, ■ 7-3423 






ANNOUNCEMENT FOR 1918-19. 

1. The Bureau of Educational Measurements and Standards is now 
entering upon its fourth year of service. The increasing number of school 
men who are turning to us for the service which we are prepared to give is 
very gratifying. The most notable achievements of the Bureau during the 
last year have been (1) the derivation ^nd standardization of a series of 
Standardized Silent Reading Tests, (2) the derivation and standardization 
of a series of Diagnostic Tests in Arithmetic, and (3) the derivation of a 
series of Standardized Reasoning Tests in Arithmetic. 

2. During the year 1918-'19 the Bureau of Educational Measurements 
and Standards will continue, as heretofore, to supply teachers and super- 
intendents tests and scales at cost. For all these, complete directions dan 
tabulation sheets will be supplied. In case we fail to supply a sufficient 
number of record sheets we are always glad to send additional ones on re- 
quest. If any difficulty is experienced in administering the tests we are 
always glad to answer questions. 

3. We shall continue the standardization of the tests which are dis- 
tributed from the office of the Bureau of Educational Measurements and 
Standards. In order that this may be done effectively it is necessary that 
all who profit by our services report their scores promptly. If a sufficient 
number of class record sheets have not been furnished with the tests so that 
duplicates may be retained by the teacher, we will be glad to supply addi- 
tional ones upon request. 

4. During the year of 1918-'19 we shall continue a study of the particu- 
lar difficulties which pupils experience in learning. Some work in this field 
has been done during the past year in the case of spelling and arithmetic. 
This is a very important problem because before it will be possible for us to 
assist most effectively those pupils who have low scores, it will be necessary 
that we know more about the difficulties which children experience in learn- 
ing. Special directions and blanks for carrying on this work have been devised, 
and all who think they might be interested in carrying on this type of study 
with their pupils are cordially invited to write the Bureau for information. 

5. At this time, when the resources of the American people are being tested 
as they have never been tested before, it is imperative that the public schools 
be raised to their highest possible level of efficiency. The use of educational 
tests in thousands of American schools has demonstrated conclusively that 
educational tests are indispensable if the superintendent or teacher wishes 
to attain the highest degree of efficiency. It is, therefore, entirely appro- 
priate that we urge the superintendents and teachers of Kansas to make an 
even larger use of tests in their schools this year than they have in the past. 

WALTER S. MONROE, Director. 



O. of D. 
SEP 3 1918 



SOME QUESTIONS ANSWERED. 



Below are given the answers to certain questions which are frequently 
asked: 

Question 1. Is it possible to measure the results of education by means of 
tests? 

Answer. This is the first question which arises in the minds of many 
when tests or examinations are mentioned. During the past twenty-five 
years examinations have been opposed by many. For the most part this 
opposition has been emotional and prejudiced rather than intelligent. There 
are a few who still cling to this opposition, but they are rarely heard in 
educational gatherings and in our educational periodicals. If one will ex- 
amine our educational literature of the past five years, or study present 
educational practice, he will find unmistakable evidence which shows that our 
' educators are generally agreed that the results of education can be measured. 
(See the statement by Professor Thorndike which is printed on the outside 
cover.) 

Some are agreed that it is possible to measure what a pupil remembers, 
but that his ability to think cannot be measured. While it may be true that 
our instruments for measuring ability to reason are less perfect than our 
instruments for measuring what the pupil remembers, we are now able to 
measure certain types of reasoning ability. For the measurement of other 
outcomes of education our instruments are less perfect, but their perfection 
is not beyond the realm of possibility. 

Question 2. What is a standardized test? 

Answer. In the first place, a standardized test consists of exercises or 
questions which have been very carefully chosen on the basis of a scientific 
analysis of the field of subject matter from which they are taken. They have 
also been scientifically evaluated, so that one knows how much credit a 
pupil should receive for doing each of the exercises. In the third place, the 
standardized test is accompanied by specific directions for giving it to a 
pupil, for marking the papers and for tabulating the scores. In the fourth 
place — and this is very important — a standardized test has been given to a 
large number of pupils, and as a result of this we know what score a pupil in 
any grade should make; that is, the test has been standardized. Aside from 
the standard for the test, the fact that it has been given to a large number of 
pupils insures that it is a usable test. 

Question 3. What is a standard? 

Answer. A standard is a statement of the score which a pupil in a given 
grade should make when tested under specified conditions. For example: 
When we say that the standard for handwriting in the fourth grade is a rate 
of 56 letters per minute and a quality of 50 on Ayres' Scale, we have stated 
the scores which a pupil of a fourth grade should make when he has satis- 
factory ability in handwriting. 

(3) 



4 Kansas State Normal School. 

Question 4. What is the value of standards? 

Answer. Standards are absolutely necessary in order to know what 
scores mean. Without standards one cannot know whether a pupil's score 
or "grade" on a test is high or low, because it is high or low only with refer- 
ence to the standard. Trees, houses, men or other objects are described as 
high or low only with reference to the standard height of their class. A man 
iseven feet high is described as very tall, but a tree seven feet high is not a 
tall tree. 

Standards are very helpful to teachers in another way. They furnish a 
teacher with a definite statement of what should be her aim. Her aim should 
he to bring her pupils up to standard. 

Question 5. How do standardized tests differ from ordinary examinations? 

Answer. In the first place, standardized tests are devised according to 
scientific procedure. The choice or formulation of the questions of the ordi- 
nary examination are based only on the judgment of one teacher, and fre- 
quently the teacher does not give them very careful consideration. 

For the ordinary examination there is no standard. In the case of a 
standardized test we have a statement of what scores the pupils of the several 
grades should make. In the case of the ordinary examinations the teacher 
has only her judgment upon which to determine whether or not the pupils 
have made satisfactory scores. A standardized test has generally been given 
to pupils of many other schools, and it is possible for a teacher to compare 
the scores made by her pupils with scores made by pupils in similar grades 
in other cities. Ordinary examinations are generally given only to one class 
and teachers have no basis for comparison. 

Question 6. Why should teachers use standardized tests? 

Answer. Standardized tests have been used systematically in a suffi- 
cient number of schools so that it is possible to give a positive answer to this 
question based upon recorded facts. There is no need for opinion or con- 
jecture. The value of standardized tests has been demonstrated. They are 
helpful in many ways. 

In the first place, scientific investigation has shown that the judgment of 
individual teachers is very unreliable. A teacher is often mistaken con- 
cerning the ability of the pupils of her class. It has been found that pupils 
which she considered exceptionally capable in reading were below standard. 
On the other hand, some cases have been found where the teachers have 
produced in their pupils an unusual degree of ability, and in so doing have 
probably not used the time of the pupils in the most profitable way. Stand- 
ardized tests furnish a means whereby a teacher may check up her work and 
determine whether or not her pupils have standard abiUty. 

Standardized tests also furnish a means for determining what pupils are 
below standard and wherein the pupils are in need of special instruction. The 
ones who are below standard are the ones who have not profited sufficiently 
by the instruction which has been given to all members of the class. In 
many cases a little special assistance will result in greatly increasing the 
pupil's ability. 

In the third place, the standards furnish the teacher with the best definite 
statement of what her aim should be in the teaching of the several subjects. 



Educational Measurements and Standards. 5 

The standards are stated in terms of results and not in terms of subject 
matter. This is as it should be. The teacher should have in mind constantly 
the results to be attained by means of the subject matter, rather than simply 
the teaching of the subject matter. 

Question 7. What is diagnosis? 

Answer. Scientific investigation has shown that in a subject such as 
arithmetic there is not one ability, but a large number of abilities. 
Thus the pupil is not merely good in arithmetic or poor in arithmetic, but 
rather he is good in doing certain types of examples or poor in doing 
certain other types of examples. It is very seldom that a pupil can do equally 
well all types of examples when he has been taught by our usual methods. 
It frequently happens that a pupil is good in addition, poor in subtraction, 
and weak in multiplication. In some cases a pupil is good in adding short- 
column addition but poor in doing long-column addition. 

Diagnosis is determining, first, just what the pupil's weaknesses are, and 
second, the reason for the weaknesses. 

Question 8. Do all standardized tests yield a diagnosis? 

Answer. A test such as Courtis's Standardized Research Tests in 
Arithmetic, Series B, or Monroe's Standardized Silent Reading Tests, or 
Ayres' Handwriting Scale are not generally thought of as furnishing a diag- 
nosis of the ability of pupils. These are rather general tests. They combine 
into one score the measurement of several abilities. For the purpose of 
diagnosis, tests specially prepared for this purpose should be used. In 
arithmetic we recommend Monroe's Diagnostic Tests in Arithmetic, or the 
Cleveland Survey Tests; in handwriting, Freenlan's Handwriting Scale or 
Gray's Score Card; in reading, Thorndike's Visual Vocabulary Test, and also 
Thorndike's Reading Scale for the Understanding of Sentences; in spelling, 
Monroe's Timed Sentence Spelling Test. 

Question 9. What is remedial instruction? 

Answer. Remedial instruction is instruction given to remedy particular 
weaknesses which have been revealed by diagnosis. Specific suggestions for 
remedial instruction are given in Monroe's Educational Tests and Measure- 
ments, published by Houghton Mifflin Company. 

Question 10. Does the giving of tests increase the ability of pupils? 

Answer. Simply giving a test, no matter how good it is, probably will 
affect the ability of the pupils very little if at all. Standardized tests are 
not teaching devices. Their function is to furnish information which a 
teacher may use in planning her instruction more wisely. They are instru- 
ments for measuring. 

Some teachers have misunderstood the purpose of standardized tests. 
They have thought the giving of a test should increase the ability of pupils, 
and have expressed surprise when they found that their pupils had not been 
improved by the giving of the tests. This is a mistaken idea of what the 
tests are for. The tests can be made very helpful to a teacher, but a teacher 
must understand their function and use them in this way. 



6 Kansas State Normal School. 

Question 11. Are standardized tests a fad or have they come to stay? 

Answer. There is no doubt concerning the answer to this question. 
While standardized tests may be considered a fad in some communities, their 
use undoubtedly has become a permanent feature in the public schools. The 
Courtis Standard Research Tests in Arithmetic, Series B, are being used at 
.the rate of more than a half million copies a year. Nearly a million of the 
Kansas Silent Reading Tests have been used. A number of school systems 
have organized special departments for the purpose of carrying on measure- 
ments in the public schools. Educational tests are being used by commercial 
concerns for selecting employees. These facts, together with the widespread 
use of educational tests in the federal army, make it reasonably certain that 
the next few years will witness a remarkable growth in the use of standard- 
ized tests in our public schools. The time is undoubtedly rapidly approach- 
ing when a teacher above the primary grades will not be considered qualified 
for her work until she is acquainted with educational tests and understands 
how to use them. 

Question 12. When should standardized tests be given? 

Answer. It has been pointed out above, the purpose of standardized 
tests is to furnish teachers with information concerning the abilities of the 
pupils. The most helpful time for the teacher to have this information is as 
early in the school year as possible. However, if they are not given early 
in the school year it will be helpful to give them at any time. 

It is also very helpful to give the tests a second time during the school 
year, at either the middle or close of the school year, in order that the teacher 
may learn in what respects she has improved the abilities of her pupils. For 
the purpose of this second testing there are now obtainable duplicate forms 
of several of the tests. These duplicate forms are equivalent in difficulty, but 
constructed with different exercises, so that the pupil's acquaintance with 
the tests will not affect his score. 

Question 13. Does the use of standardized tests require special training? 

Answer. Training is, of course, very helpful, and a teacher who has 
been trained will be able to profit more by using standardized tests, but any 
teacher who is willing to devote a little time to the study of a test and its 
purpose can use it with profit. In the bibliography given on page 16 are 
given references from which any one who is interested can obtain the in- 
formation which is necessary for effective use of standardized tests. 

Question 14. Can standardized tests be used in rural schools or in un- 
graded schools? 

Answer. Yes. Most of the standardized tests are arranged so that 
they may be given to a group of pupils belonging to different grades just as 
easily as they can be given to the groups of pupils who are of the same grade. 

In addition to this it should be noted that for the teacher of the ungraded 
school the standardized tests may be more helpful than to the teacher in the 
city school system. A teacher who is working alone is more in need of a defi- 
nite standard for checking up her instruction than a teacher who is carefully 
supervised. 



Educational Measurements and Standards. 7 

Question 15. Is it wise for a teacher in a school system to use the standard- 
ized tests when they are not being used throughout the entire school system? 

Answer. Yes. So far as the individual teacher is concerned, she prob- 
ably can get as much value from using the tests in her room as if they were 
used throughout the entire system. It is of course true that the superin- 
tendent or principal profits very little by the giving of a test in a single room. 
For the benefit of the supervisor the tests should be given throughout the 
entire system. 

Question 16. How extensively are standardized tests being used? 

Answer. In answering question 11 we indicate the extent to which 
standardized tests are being used. It is safe to say that standardized tests are 
being very widely used. The Bureau of Educational Measurements and 
Standards at the Kansas State Normal is just one of several distributing 
agencies. During the past year we have received on the average more than 
one hundred orders for standardized tests each month. 

Question 17. What standardized tests are available? 

Answer. There are a very large number of tests available, most of 
which have been standardized. The most complete list of these tests which 
has yet been published may be found in the Seventeenth Yearbook of the 
National Society for the Study of Education, Part Two; the Measurement 
of Educational Products. In this circular there are listed several of the most 
valuable standardized tests. By studying these pages one will be able to 
select tests which are appropriate for his purpose. 

Question 18. Are standardized tests difficult to use, and do they require a 
great deal of the teacher's time? 

Answer. Many of the standardized tests are very simple to use. In 
practically all cases the tests are accompanied by complete and explicit 
directions for their use. A few of the tests are rather difficult to use, and they 
should be avoided by one who is not experienced in this work. 

Many of the standardized tests require only a very small amount of time 
for their use. In general the amount of time required is less than that re- 
quired for the ordinary test or examination prepared by the teacher. In the 
first place, the test is already prepared; the teacher does not have to prepare 
the questions. In the second place, the test is accompanied by explicit 
directions for giving it, for marking the test papers, and for tabulating results 
on the accompanying blanks. In the third place, many of the standardized 
tests have been prepared with a view to economizing time as much as pos- 
sible. The questions have been formulated and arranged so that the pupil 
can give the greatest possible amount of information concerning his ability 
in a limited time, and special devices are provided for shortening the teacher's 
work. 

Question 19. What tests should be selected for use? 

Answer. One who is planning to use standardized tests for the first 
time should select one which is simple to use and one which will require only 
a moderate amount of time. Simplicity of use is probably the most important 
characteristic to be kept in mind for a teacher selecting a test from such a 



8 Kansas State Normal School. 

list as is given in this circular. The nature of the test, what it measures and 
its function should also be kept in mind. If one wishes to diagnose the ability 
of pupils one should select a diagnostic test. If one wishes only general in- 
formation, the test suitable for this purpose should be selected. W. A. McCall, 
in School and Society for February 16, 1918, has listed fourteen criteria that 
should be considered in choosing a test. One who is making a critical study 
of this matter will find Dr. McCall's article interesting and helpful. 

Question 20. How may one secure standardized tests? 

Answer. The Bureau of Educational Measurements and Standards of 
the Kansas State Normal School publishes a number of standardized tests, 
and a few others are kept in stock for distribution. These are listed on the 
following pages of this circular. A few other important tests are also listed, 
with the addresses from which they may be obtained. 



Educational Measurements and Standards. 



STANDARDIZED TESTS FOR USE IN THE ELEMEN- 
TARY SCHOOLS. 



Descriptions of a few of the most important educational tests are given 
below. The tests mentioned are those whose value has been demonstrated 
or those which give much promise of being valuable tests. 

The Bureau of Educational Measurements and Standards has for distribution 
only certain of these tests. All others can be secured from the addresses which are 
given. The Bureau plans to keep on file all the available tests not mentioned in 
this list and is glad to furnish information concerning them. 

Important. Because of the increase in postage rates and increased costs 
of supplies, it has been necessary to make a slight increase in the prices of 
most of the tests. The new prices, however, barely cover the actual costs of 
printing and distribution. No attempt is made to support the research work 
of the Bureau from the sale of the tests. 

A discount of 10 percent will be given on all orders which amount to one 
dollar or more for cities within the state of Kansas. 

Address all orders and communications to the Bureau of Educational 
Measurements and Standards, Kansas State Normal School, Emporia, Kan. 

ARITHMETIC. 

Courtis' Standard Research Tests, Series B. This series of tests consists 
of one test on each of the four fundamental operations. The tests measure 
the speed and accuracy with which the pupil can perform these operations 
with one type of example, and thus are suitable for general measurements. 
The total working time of the class is twenty-six minutes. The administra- 
tion of the tests is very simple. They have been used extensively since their 
first publication in 1914. The measures have been proved reliable in 75 to 90 
percent of the cases. They are used in grades IV to VIII, inclusive. Super- 
intendents and teachers in Kansas may obtain these tests from the Bureau 
of Educational Measurements and Standards, Emporia, Kan. 

Price, including complete directions and record sheets, 90 cents per 100 
copies; in quantities less than 100, 1 cent apiece; postage extra, 10 cents 
per 100 copies. Persons not living in Kansas should order these tests from 
Courtis Standard Research Tests, 82 Eliot street, Detroit, Mich. 

Monroe's Diagnostic Tests in Arithmetic. This is a series of 21 tests, in- 
cluding operations with integers, common fractions and decimals. The 
tests are arranged so that the total time required for giving them is only 
thirty-one minutes. The diagnosis secured by means of these tests is the 
most complete that can be secured by any series of tests now available. 
They are designed to supplement the Courtis' tests described above, and are 
more helpful to the teacher. Tests 1-11 are on integers and may be used in 
grades 4-8. Tests 12-16 are on common fractions and may be used in grades 
5-8. Tests 17-21 are on decimal fractions and may be used in grades 6-8. 

Price, including complete directions and record sheets; Tests 1-11, $1 
per 100 copies; postage extra, 20 cents per 100 copies. Tests 12-16, 50 cents 
per 100 copies. Tests 17-21, 50 cents per 100; postage extra, 10 cents per 100. 



10 Kansas State Normal School. 

A diagnosis secured by means of these tests may be supplemented by 
means of an analytical diagnosis. Those who are interested are invited to 
write the Bureau of Educational Measurements and Standards. 

Cleveland-Survey Tests. These were designed for use in the survey of the 
Cleveland public schools. They have been revised slightly and used in the 
surveys at Grand Rapids and St. Louis. The tests consist of a series of fif- 
teen tests, including four tests on addition, two on subtraction, three on 
multiplication, four on division, and two on addition and subtraction of 
common fractions. The total working time is twenty-two minutes. The 
administration of the tests is simple. Complete directions are provided for 
giving the tests, but none for tabulating the scores. These tests furnish a 
more detailed analysis than can be secured by means of the Courtis' Standard 
Research Tests, Series B. Copies may be obtained from Charles H. Judd, 
School of Education, University of Chicago, Chicago, 111. 

Price, $1 per hundred pupils. Reference: Charles H. Judd, Measuring 
the Work of the Public Schools, Cleveland Foundation, Cleveland, Ohio. 

Monroe's Standardized Reasoning Tests. A series of reasoning tests are in 
the process of derivation and will be ready for distribution by the middle of 
October. ' These tests are based on the results of a very careful analysis of 
over nine thousand problems. Test 1 will be for grades 4 and 5, Test 2 for 
grades 6 and 7, and Test 3 for grade 8. Three forms of each test will be 
available. The price cannot be definitely fixed until arrangements have 
been made for printing. 

They will probably be sold at 50 cents per hundred; postage extra, 9 cents 
per hundred. 

ENGLISH COMPOSITION. 

Harvard-Newton Composition Scale. This scale has been distributed by 
the Bureau of Educational Measurements and Standards for the past two 
years, and several hundred copies have been placed in the hands of teachers 
both in the state of Kansas and in other states. However, practically no 
reports of its use have been received. This fact indicates that the teachei;s 
have found the scale too difficult to use, and for that reason the Bureau of 
Educational Measurements and Standards is discontinuing the distribution 
of the scale. Copies of the scale may be secured from the Harvard University 
Press, Cambridge, Mass. 

Scale for Measuring Written Composition, devised by M. H. Willing. This 
scale was devised in connection with the survey of the public schools of 
Denver, Colo., and has been used in a number of school surveys. This scale 
differs in a number of respects from the Havard-Newton Composition Scale, 
and it is thought that it will prove more satisfactory. An experimental 
edition of the scale has been printed by the Bureau of Educational Measure- 
ments and Standards. As long as this edition lasts, copies will be sent free 
to teachers and superintendents in Kansas. A limited number of copies will 
be mailed upon request to superintendents and teachers outside the state, 
with the understanding that they will report their experience in using the 
Scale. 



Educational Measurements and Standards. 11 

HANDWRITING. 

Ayres' Measuring Scale for Handwriting. This scale is designed for meas- 
uring the handwriting of children, and consists of three series of samples of 
handwriting arranged in order of "legibility." Directions for using the scale 
and a class-record sheet have been devised by the Bureau of Educational 
Measurements and Standards. The scale has been used very extensively. 
Copies may be obtained from the Bureau of Educational Measurements and 
Standards, Emporia, Kan. 

Price, 5 cents; postage extra, 1 cent per copy. 

Ayres' Gettysburg Edition. This is a new scale devised by Dr. L. P. Ayres 
as the result of his experience in using the scale described above. This scale 
differs from the above scale in several respects. It has only one specimen for 
each step. The specimens are written on ruled paper and the copy is the 
same for all specimens. Directions for securing samples of pupils' hand- 
writing, when writing the same copy, are printed on the scale. Standards 
for speed and quality are also printed on the scale. Ayres asserts that this 
scale will yield more reliable measurements of handwriting than can be 
secured by the use of the other scale. 

Price, -5 cents; postage extra, 1 cent per copy. 

Courtis' Handwriting Tests, Series W. The situation in handwriting is 
peculiar. It is necessary to distinguish between the methods of securing 
samples and the methods of scoring them. Series W provides for the securing 
of two samples of handwriting from each child. One of these is a "maximum 
performance" sample, in which the child is urged to do his best on material 
upon which he has had one day's preparation. The other is a copying test, 
in which the child's attention is diverted from his handwriting so that he 
writes at the rate and with the quality which is most natural to him. Both 
these tests yield scores for rate of writing and for'quality. Quality should be 
measured by the Ayres' Scale. A comparison of the two results shows 
whether or not the training in handwriting is functioning. The test is a new 
one, and is offered for standardization. Requires two class periods to give 
and two hours' time to score, exclusive of training in the use of a handwriting 
scale. 

Price, test only, per thousand, $8. In sets of forty with instructions, 
record sheets, copy of Ayres' Scale, complete, 45 cents, postage extra. Ad- 
dress Courtis' Standard Research Tests, 82 Eliot street, Detroit, Mich. 

Freeman's Handwriting Scale: This scale consists of five series of samples 
of handwriting and is suitable for the diagnosis of handwriting. Each series 
is arranged according to a single characteristic of handwriting. The five 
characteristics recognized are (1) uniformity of slant, (2) uniformity of align- 
ment, (3) quality of line, (4) letter formation, and (5) spacing. The scale 
furnishes a diagnosis of the pupil's handwriting. Directions for using the 
scale and a record card have been devised by the Bureau of Educational 
Measurements and Standards, Emporia, Kan. 

Price,, 25 cents; postage extra, 2 cents per copy. 



12 Kansas State Normal School. 



SILENT READING. 



The Kansas Silent Reading Tests, devised by F. J. Kelly. These tests con- 
sist of graded lists of exercises which have been carefully evaluated. Each 
exercise consists of the directions for doing something which is very simple 
after the pupil has fully understood the directions. His comprehension of 
the exercise is measured by what he does. The administration of the tests 
is very simple. The working time of the pupils is five minutes. The tests 
have been used extensively. For copies of the tests address Bureau of Edu- 
cational Measurements and Standards, Emporia, Kan. Test I is for grades 
3, 4 and 5; Test II, for grades 6, 7 and 8. 

The general distribution of Kansas Silent Reading Tests will be discontinued 
except in those cases where they are especially desired. Monroe's Standardized 
Silent Reading Tests described below are believed to be superior and will be sent 
unless explicit directions to the contrary are given. 

Price, including complete directions and record sheets, 50 cents per one 
hundred; postage extra, 9 cents per one hundred. 

Monroe's Standardized Silent Reading Tests. These tests are similar in 
many respects to the Kansas Silent Reading Tests, but possess certain points 
of superiority. The exercises are more uniform in character and have been 
more carefully selected and evaluated. The rate at which the pupil reads is 
measured in addition to the comprehension. The tests are available in three 
forms. Test I is for grades 3, 4 and 5; Test II is for grades 6, 7, and 8; and 
Test III is for grades 9, 10, 11 and 12. 

Price, including complete directions and record sheets, 50 cents per 
one hundred copies; postage extra, 9 cents per one hundred. 

Courtis' Silent Reading Test No. 2. This is the first of a series of tests cov- 
ering the various phases of silent reading. Suitable for grades 2 to 6, in- 
clusive. Consists of a simple story and of questions about the story. Yields 
measures of rate of reading and of degree of comprehension. Available in 
three editions of equal difficulty: The Kitten Who Played May Queen 
(Form 1); The Kitten Who Went to a Picnic (Form 2); The Kitten Who 
Caught a Fish (Form 3). Requires 45 minutes to give and IJ^ hours to 
score the papers of one class of 40 children. 

Price, test only, per thousand, $18. In sets of 40, with instructions, records, 
etc., complete, 85 cents; postage extra. Address Courtis' Standard Re- 
search Tests, 82 Eliot street, Detroit, Mich. 

Gray's Silent Reading Tests. These tests consist of a series of three selec- 
tions, the first being for the pupils of the second and third grades, the second 
for pupils of the fourth, fifth and sixth grades, and the third for pupils of the 
seventh and eighth grades. The pupil is permitted to read the entire selection, 
his rate of reading being obtained by using a stop watch. His comprehension 
is measured by his ability to reproduce the story and to answer certain 
questions. The test can be given to only one pupil at a time, and the scoring 
of the pupils' reproductions requires considerable additional time, but the 
tests furnish a more detailed measure of ability to read than the tests de- 
scribed above. They may be used to supplement the Kansas Silent Read- 
ing Tests. The tests were used in the survey of the Cleveland public schools. 
Copies of the tests may be obtained from William S. Gray, School of Educa- 
tion, University of Chicago, Chicago, 111. 



Educational Measurements and Standards. 13 

Price, $1.50 per hundred. Complete directions are furnished with the 
tests. Reference: Charles H. Judd, Measuring the Work of the Public 
Schools, Cleveland Foundation, Cleveland, Ohio. 

Thorndike's Scale Alpha for Measuring the Understanding of Sentences. 
This silent reading test consists of a carefully graded series of paragraphs for 
use in grades 3 to 8, inclusive. Each paragraph is followed by several ques- 
tions which the child is to answer as he reads the paragraph. The pupil's 
answers to the questions determine the measure of his comprehension. In 
the copy of the Teachers College Record which describes the derivation of this 
scale, there is given a score card for marking the answers to these questions. 
This makes these tests objective. Copies may be obtained from the Bureau 
of Publications, Teachers College, Columbia University. 

Minnesota Scale Beta. This is a slightly modified form of Thorndike's 
Scale Alpha, described in the above paragraph, but it is printed in a form 
which is more convenient to use. The scale also has the advantage of being 
printed in two forms which are approximately equivalent in value. Address 
Bureau of Cooperative Research, University of Minnesota, Minneapolis, Minn. 

Price of test, 75 cents per hundred; class record sheet, 1}4 cents per copy; 
directions, 2 cents per copy. 

Thorndike 's Visual Vocabulary Scale Alpha. This test consists of a care- 
fully graded series of words which the pupil is asked to define in general 
terms. It may be used in grades 3 to 8, inclusive. The administration of 
the test is reasonably simple. Complete directions and a record sheet have 
been devised by the Bureau of Educational Measurements and Standards, 
Emporia, Kan. Copies of the scale may be obtained from the above address. 

This vocabulary test forms a very useful supplement to a silent reading 
test. It is recommended that it be used especially when silent reading scores 
are low. 

Price, including complete directions and record sheets, 50 cents per one 
hundred; postage extra, 9 cents per one hundred. 

ORAL READING. 

Gray's Oral Reading Test. This test consists of a series of carefully stand- 
ardized paragraphs arranged in the order of increasing difficulty. The 
pupil's ability to read orally is determined by noting his rate of reading and 
the number of errors. The administration of the test is complicated, and 
only one pupil can be tested at a time. The test was used in the survey of 
the Cleveland public schools. Copies may be obtained from William S. 
Gray, School of Education, University of Chicago, Chicago, 111. Reference: 
Charles H. Judd, Measuring the Work of the Public Schools, Cleveland 
Foundation, Cleveland, Ohio. 

Price, including directions and record sheets, $1 per hundred. 

SPEI^LING. 

The Ayres Spelling Scale. This scale gives a list of the 1,000 most common 
words and the standards for each grade. The scale itself is not a measuring 
device, but rather a list of words from which the teacher may choose words 
in constructing a test. Copies may be obtained from the Bureau of Educa- 
tional Measurements and Standards. 

Price, 5 cents, postage extra, 1 cent per copy. 



14 KaTisas State Normal School. 

A Timed Sentence Spelling Test. A timed sentence spelling test has been 
devised by the Bureau of Educational Measurements and Standards. In- 
vestigation has shown that pupils misspell words in the written work of the 
school which they spell correctly when they are dictated in the spelling class. 
This is because in written expression the spelling of the words used must be 
done with a minimum of attention and at the pupil's normal rate of writing. 
In this test the test words have been embedded in sentences which have been 
arranged so that pupils will write their normal rate. The normal rate of 
writing was determined upon the basis of measurements of the handwriting 
speed of 6,000 Kansas school children. These tests may be obtained from 
the Bureau of Educational Measurements and Standards, Emporia, Kan. 
Until the first edition of the test is exhausted, copies will be sent free of charge 
to teachers and superintendents in Kansas who will cooperate by sending 
their scores to the Bureau of Educational Measurements and Standards. 

Teaching Spelling by Plays and Games contains a course of study for grades 
2 to 8 based on the Ayres Scale, with provisions for the teaching of such 
additional words as the children need. Also full directions for the use of 
games for spelling drill and for developing skill in the use of a dictionary. 
It also provides a series of standard tests for measuring the effect of the drill 
work and a list of important articles dealing with the experimental study of 
spelling. Those who are interested in the motivation of children's work and 
the elimination of unessential material ought to send for a copy of this 
booklet. 

Price, paper, 48 pages, 35 cents; postage extra. Address Courtis' Standard 
Research Tests, 82 Eliot street, Detroit, Mich. 

GEOGRAPHY AND AMERICAN HISTORY. 

Frequently inquiries are received concerning tests for Geography and 
American History. The tests described below have been devised recently 
and are worthy of a trial by those who are interested in these subjects. 

Hahn-Lackey Geography Scale. This scale consists of several hundred 
geographical questions which were found to be common to six modern texts 
and which satisfied certain other criteria. These questions have been classi- 
fied according to difficulty. In appearance the scale is very much like the 
Ayres Spelling Scale and is to be used the same way. Address H. H. Hahn, 
Wayne State Normal School, Wayne, Neb. 

Price, 7 cents per copy. 

Starch's Geography Tests, Series A. The common elements of five geog- 
raphy texts have been arranged in five parallel tests. The exercises of the 
tests are in the form of mutilated sentences. Address Daniel Starch, Uni- 
versity of Wisconsin, Madison, Wis. 

Price, 2 cents per copy. • 

Harlan's Test of Information in American History. This is a test of his- 
torical information based upon the study of Bagley and Rugg, "The Content 
of American History Tests." Adress Chas. L. Harlan, College of Education, 
University of Minnesota, Minneapolis, Minn. 

Starch's American History Tests, Series A. This test is based upon the 
facts and principles common to five modern texts. The exercises are in the 
form of mutilated sentences. Four duplicate forms are available. Address 
Daniel Starch, University of Wisconsin, Madison, Wis. 

Price, 2 cents per copy. 



Educational Measurements and Standards. 15 



STANDARDIZED TESTS FOR USE IN THE HIGH 

SCHOOL. 



Tests are available for only a few high-school subjects, and in the case of 
those which are available there is not very much evidence to indicate the 
significance of the results obtained. Only a few are described here. 

Several of the tests designed for use in the elementary school have been 
used in the high school. When this is done it should be remembered that 
the tests are being used for a purpose for which they were not designed. 

Monroe's Standard Research Tests in Algebra. These consist of a series 
of six texts. The first five are based upon the operations which are required 
to solve a simple equation containing fractions, each test being devoted to a 
single operation. The sixth test is designed to measure the abilities of pupils 
to solve simple equations. These tests have been standardized on the basis 
of more than 2,000 scores. Complete directions and record sheets accompany 
these tests. Copies may be secured from the Bureau of Educational Meas- 
urements and Standards, Emporia, Kan. 

Price for the set of six tests, including complete directions and record 
sheets, $1.40 per 10,0 copies; in quantities less than 100, IJ^ cents per copy; 
postage extra, 28 cents per 100. 

Standardized Tests in First-year Algebra, devised by H. 0. Rugg and J. R. 
Clark. This is an elaborate series of sixteen tests. Each test is limited to 
exercises of one type. Complete directions and tabulation sheets are fur- 
nished with the tests. Copies can be obtained from H. O. Rugg, School of 
Education, University of Chicago, Chicago, 111. 

Henmon's Latin Tests. Prof. V. A. C. Henmon has constructed a series 
of vocabulary and translation tests for Latin. Considerable care was exer- 
cised in devising these tests, and they give promise of being worth while. 
Copies may be obtained from V. A. C. Henmon, University of Wisconsin, 
Madison, Wis. 

Kansas Silent Reading Test, No. III. This test is designed to measure 
the ability of high-school students to read silently. Copies may be obtained 
from the Bureau of Educational Measurements and Standards, Emporia, 
Kan. 

Price 50 cents for 100; postage extra, 9 cents per 100 copies. 
Monroe's Standardized Silent Reading Test, No. III. This test is designed 
to measure silent reading ability in high-school pupils. 

Price, including directions, 50 cents per 100; postage extra, 9 cents per 100. 



16 Kansas State Normal School. 

BIBLIOGRAPHY. 



For the benefit of those who may desire additional information concerning 
educational measurements, the following very carefully selected bibliography 
is given: 

GENERAL. 

Judd, Charles H. Measuring the Work of the Public Schools. Published 
by the Russell Sage Foundation, New' York City. 

This is a partial report of the survey of Cleveland public schools. One 
will find it very helpful as it illustrates methods of handling scores as well as 
interpretation of tabulations. 

The Measurement of Educational Products. The Seventeenth Year Book 
of the National Association for the Study of Education, Part Two. Public 
School Publishing Company, Bloomington, 111. 

This is a compilation of a body of very valuable information. In it will 
be found the most complete bibliography on the subject of educational 
measurements which has yet been assembled. 

Monroe, Walter S. Educational Tests and Measurements. Published by 
Houghton Mifflin Company. 

This is the best single account in this field. A large number of educational 
tests are described and illustrated, standards are given, directions for diag- 
nosis are explained, and suggestions are given for remedial instruction. 

Terman, L. M. Measurement of Intelligence. Published by Houghton 
Mifflin Company. 

This is a simple description of the use of Stanford Revision of the Binet 
Scale. 

ARITHMETIC. 

Counts, G. S. Arithmetic Tests and Studies in the Psychology of Arithmetic. 
Supplementary Educational Monographs, 1, No. 4; August 27, 1917; p. 125. 
University of Chicago Press, Chicago, 111. 

il This monograph contains an account of the derivation and use of the 
Cleveland Survey Tests in Cleveland and Grand Rapids. The chapter on 
Types of Errors is especially valuable. 

Courtis, S. S. Third, Fourth and Fifth Annual Accounting of the Courtis 
Standard Research Tests, 1913-1916; also, Capacity, Ability and Performance 
in Relation to Standard Scores and Summary of Tabulations. Bulletin No. 4, 
Department of Cooperative Research, Detroit, Mich., p. 111. 

Monroe, W. S. An Experimental and Analytical Study of Woody's Arith- 
metic Scales, Series B. School and Society, 6; October 6, 1917; 412-420. 

It is shown in this article that Woody's Arithmetic Scales are of doubtful 
value for the measurement and diagnosis of arithmetical abilities. 

Smith, J. H. Individual Variations in Arithmetic. Elementary School 
Journal, 17; November, 1916; 195-200. 

Uhl, W. L. The Use of Standardized Materials in Arithmetic for Diagnosing 
Pupils' Methods of Work. Elementary School Journal, 18; November, 1917; 
215. 

The articles by Smith and Uhl deal with diagnosis. 



Educational Measurements and Standards. 17 

ENGLISH GRAMMAR. 

Charters, W. W. Minimal Essentials in Elementary Language and Gram- 
mar. Sixteenth Yearbook of the National Society for the Study of Education, 
Part I, 1917; 85-110. Public School Publishing Company, Bloomington, 111. 

This is a summary of the experimental work which has been done on the 
determination of the minimal essentials in elementary language and grammar. 

HANDWRITING 

Freeman, F. N. The Teaching of Handwriting. Houghton Mifflin Com- 
pany, Boston, Mass., 1914. 

The use of Freeman's Handwriting Scale is described in this monograph. 
In addition, valuable suggestions for teaching handwriting will be found. 

READING. 

Kelly, F. J. The Kansas Silent Reading Tests. Journal of Educational 
Psychology, 7; February, 1916; 63-80. 

This is an account of the derivation of the Kansas Silent Reading Tests. 

Monroe, W. S. A Report of the Use of the Kansas Silent Reading Tests 
with Over One Hundred Thousand Children. Journal of Educational Psy- 
chology, 8; 1917. 

Monroe, W. S. Monroe's Standardized Silent Reading Tests. Journal of 
Educational Psychology; June, 1918. 

This is an account of the derivation of Monroe's Standardized Silent 
Reading Tests. 

Thorndike, E. L. An Improved Scale for .Measuring Ability in Reading. 
Teachers' College Record, 16, November, 1915; and 17, January 1916; 40-67. 

This is an account of the derivation of Thorndike 's Scale Alpha for 
measuring the understanding of sentences. 

Thorndike, E. L. Measurement of Achievement in Reading: Word Knowl- 
edge. Teachers' College Record, 17; November, 1916; 430-454. 

This is an account of the derivation of Thorndike's Visual Vocabulary 
Scale Alpha. 

Thorndike, E. L. Reading as Reasoning: A Study of Mistakes in Para- 
graph Reading. Journal of Educational Psychology, 8; June, 1917; 323-332. 

Thorndike, E. L. The Understanding of Sentences: A Study of Errors in 
Reading. Elementary School Journal, 18; October, 1917; 98-114. 

The above two references contain an account of the analysis of silent 
reading ability and for remedying difficulties revealed. 

Uhl, W. L. The Use of the Results of Reading Tests as a Basis for Planning 
Remedial Work. Elementary School Journal, 17; December, 1916; 266-75. 

Zirbes, Laura. Diagnostic Measurement as a Basis for Procedure. Ele- 
mentary School Journal, March, 1918. 

SPELLING. 

Kallom, Arthur W. Some Causes of Misspellings. Journal of Educational 
Psychology. October, 1917. 



18 Kansas State Normal Scho»L 

PUBLICATIONS BY THE BUREAU OF EDUCATIONAL 
MEASUREMENTS AND STANDARDS. 

Bulletin No. 2. Study No. 1. Report of a survey of the public schooln 
of Leavenworth, Kansas. 

Bulletin No. 6. The Cost of Instruction in Kansas High Schools, by 
Walter S. Monroe. 

Bulletin No. 7. Study No. 3. The Kansas Silent Reading Test, by 
F. J. Kelly. (Out of print.) 

Bulletin No. 8. Study No. 4. A Report of the Use of the Courtis Stand- 
ard Research Tests in Arithmetic in Twenty-four Cities, by Walter S. Monroe. 

Study No. 5. A Teacher's Handbook of Educational Measurements. 
This manual gives complete directions for the interpretation of scores and 
suggestions for remedial instructions in reading, writing and arithmetic. 

Study No. 7. Fourth Annual Report, 1917-'18. (In preparation.) 

Copies of these bulletins will be sent free to superintendents, teachers, 
and other interested persons upon application. Address 

Bureau of Educational Measurements and Standards, 

Kansas State Normal School, 

Emporia, Kansas. 



I 

"Whatever exists at all exists in j so me amount. To 
know it thoroughly involves knowing' its quantity as well 
as its quality. Education is concerned with changes in 
human beings; a change is a difference between two con- 
ditions produced by it — things made, words spoken, acts 
performed, and the like. To measure any of these prod- 
ucts means to define its amount in some way so that com- 
petent persons will know how large it is, better than they 
would without measurement. To measure a product well 
means so to define its amount that competent persons will 
know how large it is, with some precision, and that this 
knowledge may be conveniently recorded and used. This 
is the general credo of those who, in the last decade, have 
been busy trying to extend and improve measurements of 
educational products." — Edward L. Thorndike, Profes- 
sor of Educational Psychology, Teachers College, Colum- 
bia University, in The Seventeenth Yearbook of the 
National Society for the Study of Education, Fart 11, p. 16. 



